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Lots of questions about the "science of reading" this week.
What is the "science of reading?"
That depends on who you talk to. There is no agreed upon definition. Nor is there any official body like the Acad émie fran çaise that can dictate a meaning by fiat. Last year, Reading Research Quarterly published a science of reading issue (it blossomed into two with more than 50 articles). There weren't 50 definitions, but it was close.

The disagreements turned on two points: the role of instructional research and the scope of reading covered.

Some use the term in reference to neurological and cognitive science studies of how brains process written words (e.g., Reading in the Brain: The New Science of How We Read by Stanislas Dehaene or Reading at the Speed of Language by Mark Seidenberg). The problem with that approach, as valuable as those studies are, is that it ignores instructional research - the studies that consider the impact of how and what we teach. That approach wouldn't bother me if its purveyors weren't trying to tell us what and how we should teach on that basis.

No one in medicine would willingly apply basic scientific findings to medical practice without some intermediary tests of effectiveness and safety. Imagine, for instance, physicians administering COVID vaccines without proof that they work. Despite careful attention to basic research, only about 10% of medical therapies ever make it all the way through the testing process. "Can't miss" hypotheses based on terrific basic science research often fail to work in medicine and there is no reason to think it's any different in reading education. A century of failed hypotheses in teaching (e.g., right-handedness training, learning styles, programmed readers, eye training) should disabuse us of this idea (Shanahan, 2020).

To me, a science of reading - if we are talking about education - requires that our prescriptions for teaching be tempered by rigorous instructional evaluations. If a claim hasn't been tried out and found effective, then the claims - no matter how heartfelt - aren't part of reading science.

Basic research shows that phonological activation takes place when people read words silently and simulations are showing that computers' responses to words are affected by the statistical properties of the words they process. Such findings suggest that readers look for visual patterns when they read and that reading requires that those patterns be processed phonologically. That's fascinating, but it doesn't reveal how we can best teach reading.

As cool as those studies are, I don't argue for explicit systematic phonics and phonemic awareness instruction because. I advocate such teaching because there are more than 100 studies showing that it improves kids' learning (National Early Literacy Panel, 2008; National Reading Panel, 2000). Those brain studies strengthen the case admittedly, but without them I'd still support phonics. Conversely, if I only had the brain evidence, then no deal - not enough support for me to include that in my teaching.

When someone tells you what to do in the classroom based on what they think a "science of reading" shows, be skeptical. Ask to see the research that shows that teaching those things or in those ways improves learning.

The other definitional disagreement has to do with the scope of what counts in a science of reading. Historically, that term was used to refer to word reading ("decoding" in current parlance) - a tradition that goes back more than 200 years. Current claims align well with those historical uses. If someone says your school isn't aligned with the science of reading, they likely mean that you are not teaching phonemic awareness and phonics in the ways that they think you should.

There is nothing wrong or misleading about using the term that way. If my child had dyslexia and he was being taught guess words based on the pictures - an approach inconsistent with the basic science but also with the instructional science - I'd complain. That a science of reading or, more properly, a science of reading instruction includes much more than that wouldn't mean that I was being misleading - only that I was applying a general category to a specific case.

Many of those Reading Research Quarterly articles were aimed at trying to expand the scope of how science of reading is currently being discussed. It's great to try to reveal the entire scope of evidence that is encompassed by science of reading, unless the point is to distract folks from ensuring their kids get explicit phonics teaching.

I make that point because I know of no one who uses the term science of reading to exclude research on vocabulary, reading comprehension, domain knowledge, or oral language, no matter how narrowly they may be using the term in a specific instance. Reading researchers shouldn't feel threatened when parents try to make sure that some of that research is being applied.

In case, that isn't clear: Indeed, a science of reading instruction includes more than phonemic awareness, letter name learning, phonics, decoding, and text reading fluency; but it, importantly, includes all of those, too.
How Does Science of Reading Differ from National Reading Panel?
The last time these science of reading debates broke out was in the 1990s. That time, the federal government intervened. The term then was not "science of reading," but "scientifically-based reading instruction (SBRI)." That term focused specifically on instructional studies and provided a specific legal definition of the term; then scientists were empaneled to determine the scope of the matter based on research reviews.

I served on that panel. That effort led to strong public support for explicit teaching of phonemic awareness, phonics, oral reading fluency, vocabulary, and reading comprehension. Based on those reviews, the feds adopted policies that promoted such instruction in the primary grades. At that time, fourth grade reading achievement rose in the U.S. - something we haven't seen since those policies were allowed to lapse.

To me, the National Reading Panel results are part of a science of reading. But remember that was carried out in the late 1990s. During the past two decades research has expanded and we know more about what should be included in a science of reading instruction. Topics like writing and spelling to improve reading, text complexity, teaching reading comprehension within science and social studies, differentiation of instruction, quality of instruction, and text structure have all generated extensive bodies of research since the Panel closed its books. (A science of reading is always a moving target since knowledge is always conditional and research is always ongoing).
How do I know if an instructional program or approach is part of a science of reading?
This question comes up a lot these days. And no wonder.

A couple of weeks ago I issued a blog that explained that some widely touted practices are not part of a science of reading. You wouldn't believe the messages that I received from people angry with me for daring to write that. They assured me that those practices were part of the science of reading, and they knew it because they believed it.

I asked an author of a programs touting some of those practices under the science banner.

She knew there was no research supporting what she was selling as "science of reading," but she defended her approach since it was "just logical that those things work given the science."

She may or may not be right about that. I don't know. I do know that my hunches, biases, deeply held beliefs, and inklings aren't science - and I don't know how hers get to be so sanctified.

In this case, she not only was embracing practices that haven't yet been studied, but those which research hasn't supported.

Unfortunately, the only real protection against that kind of logical overreach is caveat emptor, buyer beware. When someone tells you that something is part of the science of reading, you need to ask for the study or studies that proved that to benefit learning. Finding support for those claims shouldn't be on your shoulders but on theirs.

The lack of research supporting an instructional approach is NOT proof that an approach does not work. It may work, even if it hasn't been tested yet. Lots of time it's necessary to stretch research findings beyond what was directly studied. There is no other information to go on.

There is nothing wrong with advocating or adopting instructional approaches without evidence - as long as everyone recognizes that to be the case. When untested practices are promoted under the guise of a science of reading, it isn't okay. It's dishonest, false advertising, fake news; it's just another case of someone trying to manipulate you to do what they want you to do.

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Lots of questions about the "science of reading" this week. What is the "science of reading?" That depends on who you talk to. There is no agreed upon definition. Nor is there any official body like the Acad émie fran çaise that can dictate a meaning by fiat.

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Dyslexia Coffee Talk Podcast

Check it out on Apple, Spotify, Anchor, Breaker, PocketCast, Radio Public, Stitcher, Google Music, TuneIn

The Dyslexia Initiative

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The Kastner Collection: Dr. Kastner's Comprehensive Literacy Collection

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This "Wakelet of Wakelets" in a one stop shop :) for access to the entire Kastner Collection. Follow me on Twitter: @liv2learn

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Uncategorized

I recently posted a video about my love of the Nonsense Word Fluency assessment that generate lots of questions and discussion. People asked for a document that included the points I had made in the video. I couldn't find anything, so I'm attempting a summary here. Let me know what you think.
Why Do So Many Assessments Use Non-words?
Reading non-words is a true indicator of the alphabetic principle and basic phonics. To read non-words, students must apply their knowledge of phoneme-grapheme relationships to decoding.

The alphabetic principle is an essential understanding that includes two parts:

1. the understanding that letters represent sound

2. the ability to recode letter sounds into whole words

Reading non-words requires accurately and automatically matching sounds to symbols, and blending the letter-sounds into words.

Students will only do well on nonword reading if they have acquired the alphabetic principle. Students who are reading via rote memorization of...

Continue Reading...

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Uncategorized I recently posted a video about my love of the Nonsense Word Fluency assessment that generate lots of questions and discussion. People asked for a document that included the points I had made in the video. I couldn't find anything, so I'm attempting a summary here. Let me know what you think.

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https://righttoreadproject.com/

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What are nonsense words? Nonsense words are words that follow the patterns and rules of English, but are not actual words. Just like real words, nonsense words must contain a vowel, use real vowel patterns or consonant blends. For example, crob could be a nonsense word, but xzyml could not. By using the sounds of...

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What are nonsense words? Nonsense words are words that follow the patterns and rules of English, but are not actual words. Just like real words, nonsense words must contain a vowel, use real vowel patterns or consonant blends. For example, crob could be a nonsense word, but xzyml could not.

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Welcome

Welcome to the Connecticut Branch of The International Dyslexia Association. We are a new branch that was established in September of 2018. Our Board is composed of a group of passionate parents and educators who are dedicated to helping people with Dyslexia. The International Dyslexia Association provides a forum where parents, educators, individuals with dyslexia, and researchers share their knowledge about a disorder that affects roughly 15 percent of the United States population (14.5 - 43.5 million children and adults).

Our mission is to provide parents and educators with the training and expertise to help identify and support individuals with Dyslexia. We provide parent roundtables, professional education, seminars, and other resources to increase public awareness and remediation of dyslexia. Our Branch is dedicated to providing the most up to date research, resources, and a voice in legislation to ensure an equitable education in public schools.

We look forward to working with you!

Kristin Allen
President
International Dyslexia Association
Connecticut

Multisensory Math with Marilyn Zecher

The Multisensory Math Approach is a concept centered approach which incorporates evidence-based strategies from the What Works Clearinghouse, neuroscience, Common Core and State Standards as well as strategies from the general multisensory instructional approaches such those in the Orton-Gillingham tradition. This workshop will focus on foundational concepts and operations, but it will also include links to demonstrate how these foundations inform upper-level mathematics. Participants will learn hands-on instructional strategies with manipulative objects for modeling numeracy, place value concepts, all basic operations, fractions and decimals. We will also explore different types of learning challenges which impact math for both teaching and learning.

May 14th, 2022 9 am-1:30 pm : Research and rational behind the approach, core instructional strategies for meeting the needs of all students through differentiation, foundation concepts and skills in K-2 mathematics including numeracy, place value concepts and basic operations. Explicit conceptually accurate instructional language is key.

May 21st, 2022 9 am-1:30 pm: The perfect storm: When Reading and Math Meet, multiplication and division concepts and patterns for diverse learning populations, fractions and decimals don't need to be daunting, ideas for intervention and paving the way for algebra.

Registration Information Below:
https://www.aplos.com/aws/events/multisensory_math_with_marilyn_zecher?fbclid=IwAR28l-IoqTz0R5mJlKNiXS1U6LtCa5hgIfYLNzjJ3201VAmlvXA13Z71ME4
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Welcome Welcome to the Connecticut Branch of The International Dyslexia Association. We are a new branch that was established in September of 2018. Our Board is composed of a group of passionate parents and educators who are dedicated to helping people with Dyslexia. The International Dyslexia Association provides a forum where parents, educators, individuals with [...]

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Sign up for the educator monthly newsletter.

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Glean Education: Research to Practice and Ed Leaders in Literacy

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Glean Education: Research to Practice and Ed Leaders in Literacy

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We are committed to bringing high-quality resources to teachers. Here are two podcast series focused on supporting educators with what they need to know about literacy progress, school systems, intervention, and closing the achievement gap.

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We are committed to bringing high-quality resources to teachers. Here are two podcast series focused on supporting educators with what they need to know about literacy progress, school systems, intervention, and closing the achievement gap.

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The Podcast: Teaching, Reading & Learning

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The Podcast: Teaching, Reading & Learning

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Teaching, Reading, and Learning: The Reading League Podcast

Teaching, Reading, and Learning: The Reading League Podcast elevates important contributions to the educational community, with the goal of inspiring teachers, informing practice, and celebrating people in the community who have influenced teaching and literacy to the betterment of children. The podcast features people whose life stories are compelling and rich in ways that are instructive to us all. The podcast will focus on literacy as we know it (reading and writing) but will also connect to other "literacies" that impact children's learning; for example, emotional, physical, and social literacies as they apply to teachers and children.
Teaching, Reading, and Learning: The Reading League Podcast is taking a short break following our June 2022 episode.

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Teaching, Reading & Learning: The Podcast

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Teaching, Reading & Learning: The Podcast elevates important contributions to the educational community, with the goal of inspiring teachers, informing practice, and celebrating people in the community who have influenced teaching and literacy to the betterment of children.

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Common questions about this event.

Attending Breakout Sessions

Attending Breakout Sessions

Attending Synchronous Sessions

What if I am not able to attend a specific breakout session? Registrants who are unable to view a live conference presentation on July 19 or July 20 will be able to view a recording of any conference presentation for the one month following the virtual conference.

Academic Credit

As a Learning-Focused professional development participant, you may qualify for academic credit through your school or district. You may request a certificate of attendance by emailing customerservice@learningfocused.com, based on 10 hours of professional development.

Implementation

After your participation in Accelerate Learning, we recommend participation in one of the Accelerate Learning Training of Trainers Virtual Institutes. This will continue to build your content expertise, while also providing you with the tools and resources you need to redeliver training in your school or district.

Terms and Conditions

Learning-Focused reserves the right to reschedule a session because of low registration. In the unlikely event of the institute being rescheduled, all registrants will be notified and will receive full refunds or be able to transfer their registration to another date.

Can’t Attend?

If you are unable to attend an event you have registered for, contact Learning-Focused through email at customerservice@learningfocused.com or by calling 866-955-3276 no later than 30 calendar days prior to the start of the event to request a credit that can be used for Learning-Focused products or events.

After the 30-day timeframe, you are ineligible for a credit, but you may send a nonregistered person in your place, with registration confirmation or written authorization from you.

For all cancellations, there is a $50 processing fee.

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Accelerating Learning Conference : July 19-20, 2022 - Learning Focused

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A Virtual Conference for Rapidly Advancing Student Learning & Raising Self-Efficacy. From Learning-Focused , Education Leaders on Accelerating Learning

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Connecticut Science of Reading Educator PLC

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Connecticut Science of Reading Educator PLC

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https://www.facebook.com/groups/2860466420907459

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SL Interventions for the Classroom Teacher (Book Study Wakelet linked below)

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SL Interventions for the Classroom Teacher (Book Study Wakelet linked below)

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Book Study Wakelet https://pattan.padlet.org/pamkastner/x10f9kplpu9dq66r?fbclid=IwAR36SsKrW7ZbSuywDvvGavozJ4FmtrPC0qm9v70EmtZLgoWVwTrctaG431Y

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We believe all children deserve to learn to read and all teachers can learn to teach them.

The Reading League is a national education nonprofit led by educators and reading experts dedicated to promoting knowledge that will accelerate the global movement toward evidence-aligned reading instruction. We train and support educators and school leaders, and by extension, we also serve parents, specialists, and researchers.

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The Science of Reading - The Reading League

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We believe all children deserve to learn to read and all teachers can learn to teach them. The Reading League is a national education nonprofit led by educators and reading experts dedicated to promoting knowledge that will accelerate the global movement toward evidence-aligned reading instruction.

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THE READING LEAGUE NATIONAL

The Reading League is a national not for profit that promotes knowledge to reimagine the future of literacy education and accelerate the global movement toward reading instruction rooted in science.

THE READING LEAGUE'S MISSION IS TO ADVANCE:

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THE READING LEAGUE NATIONAL The Reading League is a national not for profit that promotes knowledge to reimagine the future of literacy education and accelerate the global movement toward reading instruction rooted in science. THE READING LEAGUE'S MISSION IS TO ADVANCE:

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Is there research that confirms the efficacy of pseudowords when used during reading instruction, not just for assessment? We explore this question in this blog post-the sixth in our series Structured Literacy: Unpacking Nine Key Topics for Transforming Reading Instruction and Outcomes for Readers.

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Blog - Center for the Collaborative Classroom

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Is there research that confirms the efficacy of pseudowords when used during reading instruction, not just for assessment? We explore this question in this blog post-the sixth in our series Structured Literacy: Unpacking Nine Key Topics for Transforming Reading Instruction and Outcomes for Readers.

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2022 PaTTAN Literacy Symposium

Session Dates

Tuesday June 14, 2022 8:30 AM - 3:15 PM - Webinar

The day will highlight researchers and practitioners, influential at the regional, state, and national level. Current topics in the field of education including equity, diversity, cultural responsiveness, leadership, implementation and foundational skills instruction are interwoven throughout the day.

Objectives:

At the end of this training, participants will be able to:

Define the Science of Reading

Define the components of effective literacy instruction and intervention

Explain the independent contributions each strand of the reading rope adds to skilled reading

Define how reading develops and the critical contributors at different phases through adolescence

Describe system-wide practices aligned with the science of reading

Explain first and second language development and its relation to literacy and language variation

Target Audience

Elementary Educators, Secondary Educators, Special Education Teachers, Speech Language Practitioners, School Leaders/Administrators, Reading Specialists, Teachers of English Language Learners, Literacy Coaches, Instructional Support Team Members, School Psychologists, Pre-Service Teachers, Higher Education Instructors, Paraprofessionals, and Families

Reasonable efforts will be made to accommodate individuals who have special needs as addressed by the Americans with Disabilities Act and who need assistance at this event. Contact: Kelly Kapp, at 717-901-2271, or kkapp@pattan.net.

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2022 PaTTAN Literacy Symposium Tuesday June 14, 2022 8:30 AM - 3:15 PM - Webinar The day will highlight researchers and practitioners, influential at the regional, state, and national level. Current topics in the field of education including equity, diversity, cultural responsiveness, leadership, implementation and foundational skills instruction are interwoven throughout the day.

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Skip to Main Content

I challenge us to collectively stop and reflect on the work needed to enable kids to develop into independent learners equipped with the life skill of literacy. Much of the discussion on social media and elsewhere around this work is adult-focused. Well-meaning adults ponder, speculate, and debate a host of questions. W...

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Chair's Blog | Middle Tennessee State University

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Skip to Main Content I challenge us to collectively stop and reflect on the work needed to enable kids to develop into independent learners equipped with the life skill of literacy. Much of the discussion on social media and elsewhere around this work is adult-focused. Well-meaning adults ponder, speculate, and debate a host of questions.

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Students who struggle with reading require strategic and effective instruction that best serves their particular needs. Reading remediation is a great method to address the learning challenges that dyslexic students face. By utilizing remediation techniques, the instructor introduces multisensory, creative approaches to help dyslexic students fulfill their potential. However, before introducing these strategies to students, teachers should know what they entail and how to implement them efficiently. Read below to learn three vital things about reading remediation and how a structured literacy approach helps dyslexic students thrive.

Dyslexic learners thrive when they receive tailored support from their teachers and parents. No two students learn in exactly the same way, and dyslexic students have unique educational experiences that require different types of instruction. Although students with dyslexia may struggle with executive functioning and essential reading skills, encouraging them to take advantage of helpful accommodations can give dyslexic learners the skills they need to achieve great things.

From executive functioning abilities to phonemic awareness, no skill is too difficult to master for dyslexic students when they have the support of parents and educators. Another capability that can make an extraordinary difference in dyslexic students' lives is learning to advocate for themselves. Self-advocacy is a helpful skill for students with learning difficulties and may need classroom accommodations. Educators and parents who want their students to gain more independence and confidence should prioritize self-advocacy skills so children can communicate their needs efficiently. Read below to learn more about how dyslexic students can advocate for themselves and how self-advocacy can make a difference in a child's life.

The dyslexic brain processes information differently than a typical brain, and as a result, dyslexic learners have thinking skills that are unique and creative. Students with dyslexia look at the world differently and have a distinct way of thinking that is connected to how they process information around them. Teachers who are aware of dyslexic thinking skills can implement the right teaching strategies to support students with dyslexia. Read below to learn about six dyslexic thinking skills inspired by Made By Dyslexia that teachers should keep in mind!

Students with dyslexia and dysgraphia face unique academic challenges that they can overcome with the right attention from parents and teachers. The first step to helping students with dyslexia or dysgraphia learn successfully is understanding the differences between these conditions. Parents and educators who recognize the distinctions between these learning differences can provide students with the appropriate attention and care. When students receive the appropriate interventions for their learning needs, their potential is limitless! Read below to learn more about the differences and challenges of dyslexia and dysgraphia and how parents and teachers can help.

Educators and parents who work with struggling readers are always searching for ways to make a positive impact and encourage student growth. However, teachers and tutors need the right tools to empower students to improve their reading skills and achieve success in and out of the classroom. Orton-Gillingham training can equip educators and parents with the skills they need to work effectively with struggling readers and students with learning differences like dyslexia. Read below to learn more about who can benefit from Orton-Gillingham training.

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On April 27th, 2022, Laura Dreyer, M.S. of The Schenck School will present a webinar centered on the importance of structured literacy and expository writing. The webinar, Structured Literacy: Writing and Content Unite, is aimed at teachers who want to unite engaging content with writing in their classrooms. We sat down with reading specialist Laura Dryer to discuss her background and gain insight into her upcoming IDA-GA webinar.

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Become a catalyst for change in education. Dive into the Science of Reading with our FREE presentation and resources, co-created with 100+ dedicated educators like you.

Ready to put your learning into practice?

Keep scrolling and grab the resource bundles below to start transforming your classroom!

If you're looking for worksheets that you had previously accessed on the page, make sure to check out our new free Resource Bundles below.

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Become a catalyst for change in education. Dive into the Science of Reading with our FREE presentation and resources, co-created with 100+ dedicated educators like you. If you're looking for worksheets that you had previously accessed on the page, make sure to check out our new free Resource Bundles below.

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Reality Check I can't even imagine how many teachers/districts will send in applications and plunk down $600 to $650 per person to take the Teachers College program entitled the Intersection of...

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Faith Borkowsky is a Certified Dyslexia Practitioner and the founder of High Five Literacy and Academic Coaching. Ms. Borkowsky is Orton-Gillingham trained and Wilson Certified, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with Dyslexia, Auditory Processing Disorder, ADD/ADHD, and a host of learning difficulties.

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Sound walls are becoming more common in classrooms thanks to a clearer understanding of the science of reading.

A quick search on Teachers Pay Teachers shows there is a demand for materials for sound walls, but not all the information out there is accurate. While well-intentioned, we need to understand why a sound wall is set up differently than an A-Z alphabetical word wall and how to use a sound wall effectively. The goal is to elevate daily instruction during Tier 1 by reviewing the 44 speech sounds and the options for spelling each of the sounds. By doing this daily review, it becomes automatic for students to access sounds and know how to match spelling to each sound. A confusion between letters and sounds still exists on the part of the teacher in many situations. For example, the silent letter grapheme represents the /n/. (When you see the diagonal lines with a letter in between, this represents the sound.)

Our goal is to help you transform word walls into sound walls. Many practices are being used with word walls that we can adjust to use with sound walls. Following is some advice for teachers making the change from a word wall to sound wall. These tips can be used to guide the explanation of how to set up a sound wall.

Step 1:

We begin with the speech sounds and then add the print. Phonemes can be classified by articulatory features that have to do with placement in the mouth, airflow, and voicing. Begin by talking about how your lips come together when saying the /p/. Notice what happens with your tongue when you say /l/, it is lifted in the top of your mouth behind your teeth. There is also a vibration when saying /l/, and we call that voicing. During a two- to three-week period, introduce all of the 44 speech sounds by the articulatory features.

Don't confuse this with all of the spellings of the sounds. By introducing each phoneme, you are giving students an organizational structure to understand the foundation of our language. Even in kindergarten, you are asking children to blend and segment words with all of the speech sounds. Segment the sounds in book, /b/ /oo/ /k/. You wouldn't teach students to read with /oo/, but they use the sound in their speech all of the time. Why not teach the sound explicitly and discuss how we make that sound, what it looks like, and feels like? Once the sound is obvious, it will be much easier to attach the different graphemes for reading and spelling.

Step 2: Attach a keyword to help students remember the sound.

It is unnecessary to print words on different colored paper or outline the shape of a word. Please do not do those things that distract from learning about phonemes (sounds) and graphemes (print).

Once a sound is introduced, teach the most common letter or grapheme that represents the sound. For example, after introducing /p/ teach them that is the most common spelling for that sound. This is easy initially in kindergarten but becomes more complex in first grade because children have to learn about digraphs and vowel teams that are used to spell many sounds.

Step 3: Daily review and discuss all of the sounds that have been introduced.

What are the six stop sounds? /p/, /b/, /t/, /d/, /k/, /g/

What are our vowel sounds? Ask children to repeat each vowel sound as you point to either a picture of a mouth forming that sound or a keyword that represents the sound. Find the / ā/, and what are the spellings we know for this sound? Commons spellings for / ā/ ai, ay, a_e, and a. These will be the most common spellings used in first grade. Use this information to help students attend to sounds as you are segmenting and blending words during your phonemic awareness practice. As they focus on phonemes during their phonological awareness exercises, this connection between speech and print is enhanced and elevates the understanding of how the two work together.

Step 4: Engage in activities using the sound wall.

Identify the distinguishing features of voiced and voiceless consonant phonemes; orally produce individual consonant phonemes after correct teacher modeling of the voicing distinction: /p//b/; /k//g/; /t/ /d/; /f/ /v/; /sh/ /zh/; /th/ /th/; /ch//j/; /s/ /z/

Explore the way related groups of phonemes are pronounced: stops /p/, /b/, /t/,/d/,/k/, /g/; hissy sounds /f/, /v/, /th/, /th/, /s/, /z/,/sh/; nasals /m/, /n/,

/ng/; glides /h/, /w/, /wh/, /y/; and liquids/l/ and /r/.

Play the speech-sound guessing game. Students imitate the sounds and/or look in a mirror to answer questions such as, which sound is made with the lips-/p/ or /k/? Which sound is made with the mouth wide open-/ŏ/ or /w/? Which sound is made with the tongue between the teeth-/f/ or /th/?

Say /b/, /b/, /b/, and then try saying the same sound with your lips together and popping the air out with your voice on. Now, keep doing the same thing with your lips and your breath but turn your voice off. What sound? /p/ /p/ /p/.

Do a picture sort with /p/ and /b/. In this classroom, the teacher has the students working with the confusing sounds /p/ and /b/ which are only differentiated by voicing.

Step 5: Use the sound wall for independent learning by problem solving.

When a student asks how to spell " meet," ask them to find the /ē/ and look at the choices for spelling that sound. This is much more efficient than asking them if they can find a word that sounds like or rhymes with " meet." By using a sound wall and connecting directly to the graphemes, students have much quicker access to mapping speech to print.

If a student stumbles on the word like " night" while reading, point out the and direct them to the long card on the sound wall. What do we know about this spelling and the sound it represents?

Let's keep this conversation going. Please add your comments and questions below so we can add to the understanding of sound walls at work in a classroom.

Listen to Mary's podcast about the importance of Sound Walls here.

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Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters

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Sound walls are becoming more common in classrooms thanks to a clearer understanding of the science of reading. We need to understand why a sound wall is set up differently than an A-Z alphabetical word wall and how to use a sound wall effectively to elevate daily instruction during Tier 1 by reviewing the 44 speech sounds and the options for spelling each of the sounds.

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SPRING 2022 Plain Talk: The Center for Literacy and Learning
February 9-11  |  New Orleans, LA  |  Bronze Level Coffee Break Sponsor

Small Group Structured Literacy Instruction as the Alternative to Leveled Learning Webinar and Discussion
Satur day, February 19 | 9:00 am - 10:30 am EST  |  Presented in collaboration with The Reading League Ohio

Featuring Dr. Stephanie Stollar, founder of The Reading Science Academy, Judie Caroleo, Director of Consulting Operations, and Stacey Miller, PhD, Regional Account Executive, 95 Percent Group. Click here for more information and to register to attend LIVE.

Phonics Instructional Routines that are Aligned with The Science of Reading Webinar
Monday, February 21  |  6:00 pm - 7:00 pm CST  |  Presented in collaboration with The Wisconsin Science of Reading and Literacy Task Force
Join Dr. Susan Hall, Retired Co-Founder and Judie Caroleo, Director of Consulting Operations, 95 Percent Group to learn multimodal, research-based phonics instructional routines that align with the Science of Reading. Click here for more information and to reserve your seat.

Alabama Reading Summit: AL Literacy Alliance
February 24  |  Clanton, AL

Featuring Judie Caroleo, Director of Consulting Operations
-  Effective Phonics Instruction in the Core

ACSA Mid-State Conference
March 4-6  |  San Luis Obispo

Featuring Diane Bryson, M. Ed., Regional Account Executive and Sharon Dunn, Former Loudon Elementary School Principal and MTSS Leadership Consultant
-  Embracing change against all odds! Improving reading outcomes in the midst of unfinished learning.

Illinois Reading Council
March 10-11  |  Springfield, IL

Featuring Gaye Heath, Consultant
-  Effective Phonics Instruction in the Core

VA Literacy Association
March 17-19  |  Crystal City, VA

Featuring Judie Caroleo, Director of Consulting Operations
-  Effective Phonics Instruction in the Core

Ohio Association of Administrators of State and Federal Education Programs
March 23-25  |  Columbus, OH  |  Exhibitor

2022 Fox Reading Conference
March 26  |  Nashville, TN  |  TN Center for the Study and Treatment of Dyslexia | Gold Sponsor

Making Connections Conference
June 8-10  |  Biloxi, MS

WASA/AWSP Summer Conference
June 26-28  |  Spokane, WA

FALL 2021

Big Sky Literacy Summit
September 10-11  |  Big Sky, MT  |  Transformative Reading Teacher Group
Dr. Susan Hall, Co-Founder and CEO
-  1 0 Success Factors for Getting the Best Results from Your Literacy MTSS
-  Understanding Orthographic Mapping: Its Importance and Instruction to Activate It
-  Phonics Instructional Routines That are Aligned with the Science of Reading

Greenbush Educational Materials Vendor Fair
September 2021 - August 2022

Arizona IDA Learning & Literacy Virtual Symposium
September 25  |  Virtual
Dr. Susan Hall, Co-Founder and CEO
-  Understanding the Science of Reading and IDA’s Structured Literacy Approach

Los Angeles County Office of Education (LACOE)
October 7  |  Virtual
Dr. Susan Hall, Co-Founder and CEO
-  What Does Structured Literacy Look Like in Practice?

Reading League Annual Conference
October 13  |  Virtual
Sponsorship:  Christine Quesada, Morpheme Madness
Meet & Greet Session
Dr. Susan Hall, Co-Founder and CEO
-  Effective Phonics Instruction

New York State Reading Association Annual Conference
November 11-12  |  Virtual
Dr. Karen Kemp, 95 Percent Group Consultant
-  Effective Phonics in Core Reading Instruction Download the Handouts & Resources

Literacy Association of TN
December 5-7  |  Murfreesboro, TN
Classroom Session:  95 Phonics Core Program
™

SUMMER 2021

AL DOE Mega Conference
﻿July 13 - July 15  | Booth #93 & 94

Reading League Louisiana
Wednesday, June 30  |  Virtual
Dr. Susan Hall, Co-Founder and CEO
-   1 0 Success Factors for Getting the Best Results from Your Literacy MTSS

Spotlight on Dyslexia Conference
June 4, 2021  |  Virtual
Sponsored by Learning Ally
Dr. Susan Hall, Co-Founder and CEO
-  What Does Structured Literacy Look Like in Practice?

SPRING 2021

Michigan Reading Association Annual Conference
March 12-14, 2021  |  Virtual
Judie Caroleo, Director of Consulting Operations
-  Phonics at the Core of Reading Instruction

OK Literacy Association Annual Conference
March 6  |  Virtual
Judie Caroleo, Director of Consulting Operations
-  Phonemic Awareness for Older Students

ACSA 6th Annual Mid-State Conference
Sponsored by ACSA Regions 9, 10, 11 & 13
March 5-6  |  Virtual
Featuring: Dr. Susan Hall, Co-Founder and CEO
Session Topic: Use COVID Stimulus Funds to Address K-5 Literacy Learning Loss

AR Virtual 2021 Reading Vendor Fair
January 29  |  Virtual
Sponsored by South Central Service Cooperative of Camden, AR
Dr. Susan Hall, Co-Founder and CEO and Jennifer Hampton, AR Account Representative
-  Approved Products for Grades K-2 & for Grades 3-6

Partners in Education Conference (PIE)
January 25-28  |  Virtual

Science of Reading Resource Fair
Sponsored by CiTi BOCES, TST BOCES, OCM BOCES, & CO BOCES of New York
January 25  |  Virtual
-  95 Phonics Core Program Product Demo

FALL 2020

Acadience Learning Institute
Virtual / July 6-9
Bronze Sponsor
The Reading League LIVE Event
Virtual / July 9
Signature Sponsor

CO CASE Convention
Virtual / July 29 -30
Exhibitor
School Admin of IA
Virtual / August 5-6
Exhibitor

The Reading League LIVE Event
Virtual / September 10
Signature Sponsor
International Dyslexia Association - Wisconsin Branch (IDA-WI)
Knockin’ Down Barriers for Dyslexia 2020 Virtual Conference

Virtual / September 19
Signature Sponsor

PA Title I and Association of Federal Program Coordinators
Virtual Symposium on Significant Topics in State & Federal Programs
Virtual / October 14-15
Level 2 Sponsor
WASATCH Reading Summit
Featuring Judie Caroleo, Director of Consulting Operations
Virtual / Oct 22-23
Conference Information
Session Topic: Comprehensive Phonics
Replay, handout and related resources

The Reading League LIVE Event
Building a Structured Literacy Classroom and Meeting the Needs of All Children (PreK-2) by Dr. Danielle Thompson
Virtual / November 11
Signature Sponsor

Arkansas Literacy Association 48th Annual Literacy Conference
2020 Fall Online Conference: Literacy & Justice for All
Virtual / November 14
Bronze Sponsor
Click here for a special message to ALA attendees

Open Mic Night with Pam Kastner
Featuring Susan L. Hall, EdD, Co-Founder and Chief Executive Officer
Session Topic: Accelerating Literacy Gains after COVID: Tips for Leaders
Virtual / December 16
Watch Replay & Download Handouts

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Speaking Engagements and Conferences | 95 Percent Group

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95 Percent Group Speaking Engagements and Conferences

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Join me as I make research accessible and evidence-based practices achievable, so that all children can learn to read.

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The Literacy Nest Virtual Summer Conference

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The Literacy Nest Virtual Summer Conference

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"The International Accreditors for Continuing Education and Training (IACET) developed the original Continuing Education Unit (CEU) and today ensures that providers of continuing education and training can prove they provide high-quality instruction by following the ANSI/IACET 2018-1 Standard for Continuing Education and Training through a rigorous accreditation process.

The ANSI/IACET Standard for Continuing Education and Training is a universal model for learning process excellence. It defines a proven model for developing effective and valuable continuing education and training (CE/T) programs by measuring a CE/T provider's training program from procedure to process to result.

Because the ANSI/IACET Standard focuses on how continuing education and training programs are developed, not they cover, it provides a certifiable framework of researched and proven best practices that can be applied across disciplines and industries." https://www.iacet.org/

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"The International Accreditors for Continuing Education and Training (IACET) developed the original Continuing Education Unit (CEU) and today ensures that providers of continuing education and training can prove they provide high-quality instruction by following the ANSI/IACET 2018-1 Standard for Continuing Education and Training through a rigorous accreditation process.

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Hill for Literacy Summer Training Series

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Hill for Literacy Summer Training Series

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Science of Reading Professional Learning Series

Our virtual Introductory Science of Reading Professional Learning Series teaches critical components of literacy instruction for Grades K-2, 3-5, or Administrators*, integrating current research into each module and translating it into classroom application.

The series consists of ten 2.5-hour facilitated, synchronous modules held via Zoom and continued learning through asynchronous materials and follow up activities via Google Classroom. These modules address questions such as:

What happens in the brain when we read? How can this understanding inform our instruction?

How is reading related to oral language?

What are high-leverage instructional routines that support reading acquisition?

What role does automaticity play in becoming a proficient reader?

What cognitive processes are involved in deeply understanding text?

How do we know we are using the right assessments to determine student need?

. . . and much more!

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Science of Reading Series | HILL For Literacy

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Our virtual Introductory Science of Reading Professional Learning Series teaches critical components of literacy instruction for Grades K-2, 3-5, or Administrators*, integrating current research into each module and translating it into classroom application. The series consists of ten 2.5-hour facilitated, synchronous modules held via Zoom and continued learning through asynchronous materials and follow up activities via Google Classroom.

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Literacy How is a nonprofit that empowers teachers, administrators, and parents with the best evidence-based methods to teach reading so every child succeeds.

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Top 10 Tools™ is now part of the Tools 4 Reading family!

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EBLI - Evidence Based Literacy Instruction

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EBLI - Evidence Based Literacy Instruction

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Educators, Administrators, and Parents love our free webinars, in which we share tons of incredible information based on the Science of Reading.

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Fox Reading Conference Recordings under Video Resources Link

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Fox Reading Conference Recordings under Video Resources Link

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Releasing the Potential
Dedicated to Unraveling the puzzle of dyslexia

The Center for Dyslexia is one of MTSU's research centers. The center actively conducts research and supports the translation of research to practice. It is a model for interdisciplinary research dedicated to unraveling the puzzle of dyslexia and reading struggles that impact far too many individuals across Tennessee and our nation. The Center translates research to practice through the organization and delivery of professional services to students with dyslexia, to psychologists and teachers who identify and instruct them, and to schools that must orchestrate a broad range of factors that will enable these students to achieve their potential.

The Center is dedicated to the following objectives:

Identifying factors that negatively impact reading

Identifying instructional approaches that promote reading

Informing the public about the condition of dyslexia and related learning differences

Establishing reliable approaches to identifying students (K-12) with dyslexia and reading failure

Informing teachers (pre-service and in-service) about best practices that promote literacy acquisition among students with dyslexia and others who struggle with reading

Enhancing the knowledge base regarding the nature of dyslexia and reading underachievement

Center Services

In-service workshops for schools

Public workshops for parents and community stakeholders

Hosted instructional trainings for educators

Regional conferences to raise awareness of dyslexia and causes of reading failure

Assistance to parents and educators to aid school based identification of dyslexia and related learning differences

Testing services to inform our understanding of dyslexia and related learning differences

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Center for Dyslexia | Middle Tennessee State University

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The Center for Dyslexia is one of MTSU's research centers. The center actively conducts research and supports the translation of research to practice. It is a model for interdisciplinary research dedicated to unraveling the puzzle of dyslexia and reading struggles that impact far too many individuals across Tennessee and our nation.

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Lead for Literacy - Free Webinars on Practices to Support School Leaders

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Lead for Literacy - Free Webinars on Practices to Support School Leaders

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Join webinars and watch videos about evidence-based literacy practices that support school & district leaders.

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Webinar: Instructional Suggestions for Writing About Reading

Archived from 2022. This webinar presented by Joan Sedita for the Oregon RTIi Annual Conference begins with an overview of The Writing Rope framework for writing instruction and then presents instructional suggestions for writing responses to prompts in any subject area based on sources. Strategies are introduced for the ANSWER Routine ( Analyze the question, set Notes, Select relevant information from sources, Write the response, Edit and R evise.

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Start learning now with our free webinars and videos.

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ABOUT THIS PODCAST 🔗

Melissa and Lori Love Literacy is a podcast for educators interested in learning more about the science of reading, knowledge building, and high quality curriculum! Join Melissa Loftus and Lori Sappington every Friday as we tackle new ways of thinking about how to teach reading and writing. Most of our experience has been in the classroom from primary through high school, but we also have experience at district and state leadership levels in literacy. Our guests include school-based educators and leaders, district leaders, literacy researchers and experts, and passionate parents and community members. Visit our website: www.literacypodcast.com

LATEST EPISODE 🔗

In this episode, Melissa and Lori have a candid discussion about change with Kareem Weaver, co-founder of FULCRUM Oakland: Full and Complete Reading is a Universal Mandate. FULCRUM's goal is to ensure that every Oakland child is an 'on-time' reader provided with full LITERACY: a fundament...

SEARCH PAST EPISODES

Search past episodes of Melissa and Lori Love Literacy .

Disclaimer: The podcast and artwork embedded on this page are from Powered by Great Minds , which is the property of its owner and not affiliated with or endorsed by Listen Notes, Inc.

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Melissa and Lori Love Literacy is a podcast for educators interested in learning more about the science of reading, knowledge building, and high quality curriculum! Join Melissa Loftus and Lori Sappington every Friday as we tackle new ways of thinking about how to teach reading and writing.

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"reading instruction" rti dyslexia "reading intervention" "reading education" education "reading science" "science of reading" phonics

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The Reading League (TRL) is a national education non-profit led by educators and reading experts dedicated to promoting knowledge to reimagine the future of reading education and accelerate the global movement toward reading instruction rooted in science.

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Nationally acclaimed program that engages students in compelling science & social studies topics, fostering skill and knowledge acquisition

Students engage in texts and tasks that are challenging, adventurous, and meaningful.

Students build capacity to read, think, talk, and write about complex texts—while developing key social-emotional learning skills.

EL Education K–8 digital curriculum is now available in partnership with Kiddom.

For the first time, curriculum, assessments, and technology to differentiate instruction live in a centralized hub. Bring your curriculum to life in Kiddom:

Manage Curricula

Share with Teachers

Digitize Assets

Differentiate Learning

Learn More about Digital Curriculum

Core Program Essentials:

Our core curriculum comes complete with:

Student Materials – digital & print options

Teacher Materials – digital & print options including module and unit plans, lesson plans, assessments, and embedded professional learning

Book list of authentic texts at the heart of the curriculum

Curriculum map

Integrated, lesson-specific supports for ELLs

Lesson-level supports for students with special needs

Family Resources

Quality Professional Learning Is the Essential Ingredient.

We tailor professional learning and support recommendations to each district’s schedule, staffing, and delivery needs. In addition to our curriculum-embedded professional learning content, we offer:

On-site introduction to themes, routines, practices, and design of materials

Workshops devoted to modeling and supporting practice change

Facilitation of peer-supported work, activating PLCs to build district capacity

Remote-based ‘phone an expert’ support, to give teachers real-time help when needed

HIVE Conference – an annual national conference offering multiple pathways across four curricula for deeper learning.

Learn More about Professional Learning

What Sets Our Core Curriculum Apart:

We build around texts that students love to read, and teachers love to teach.

Knowing that engaged readers become better readers, we start with texts that excite learners.

We place a premium on text complexity.

Teachers are supported in helping all learners engage with grade-level complex texts—and our proven strategies help all learners to access those texts.

Students engage with real-world issues.

As students tackle compelling topics, we build compassionate, thoughtful citizens while deepening learner engagement.

Photo courtesy of EL Education.

We build substantive content knowledge.

Units revolve around science and social studies topics. Students simultaneously acquire reading, writing, speaking, and listening skills while developing knowledge about the words and the world.

We foster ongoing formative assessment.

Routinely-embedded, structured formative assessments are paired with scaffolded differentiation guidance based on specific assessment outcomes. Our use of high-stakes testing formats is paired with a culminating real-world performance task.

Photo courtesy of EL Education.

We’ve raised the bar for ELL support.

Our curriculum includes conscious, research-based supports for English language learners, with lesson-level guidance, frequent ‘Language Dives’ to unpack the structure and meaning of compelling sentences, and ‘Conversation Cues’ to promote equitable discussions. Rebecca Blum-Martinez of the University of New Mexico guides our pioneering approach.

Photo courtesy of EL Education.

Our curricula are tailor-built to standards.

Authored by renowned leader EL Education, our programs use state standards as a foundation. All curricula receive quality reviews against acclaimed alignment rubrics (IMET, EQuIP), conducted by leading experts.

Photo courtesy of EL Education.

Educators adore these materials, as 8 million downloads attest.

EL Education initially created the groundbreaking curriculum for New York State’s EngageNY, to unprecedented national response. These materials build on that foundation, adding ELL scaffolds, fresh new design, K–2 expansion, and more.

EL Education has given our teachers the road map to ensure our scholars are mastering the standards and preparing to be 21st century critical thinkers.
Levy Lange
Content Specialist, InspireNOLA

Read More

Available in Print and Digital – Request a Sample

We gladly provide samples of the materials to districts considering ELA programs for the upcoming school year. For smaller orders, visit our shop.

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EL Education K-8 English Language Arts (ELA) | K-8 Curriculum | Open Up Resources

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Award-winning K-8 ELA curriculum. EL Education is nationally acclaimed for grades K-8. Learn more about K-8 ELA curriculum available from Open Up Resources today.

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is a comprehensive K-8 English language arts curriculum crafted to help students build the knowledge and skills they need to be successful readers, exceptional writers, and effective communicators.

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Wit & Wisdom® - Elementary and Middle School ELA Curriculum

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Wit & Wisdom® is a K-8 English language arts (ELA) curriculum from Great Minds® that provides knowledge and skills to help students read, write, and communicate.

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Amplify Core Knowledge Language Arts® (CKLA) employs a fundamentally different approach to reading language arts. Built on the Science of Reading, the Amplify CKLA curriculum sequences deep content knowledge with research-based foundational skills, leading EdReports to rank it all green across all three gateways for all grades K-5: Text Quality, Building Knowledge, and Usability.

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EdReports and Amplify Core Knowledge Language Arts | Amplify

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Amplify Core Knowledge Language Arts® (CKLA) employs a fundamentally different approach to reading language arts. Built on the Science of Reading, the Amplify CKLA curriculum sequences deep content knowledge with research-based foundational skills, leading EdReports to rank it all green across all three gateways for all grades K-5: Text Quality, Building Knowledge, and Usability.

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https://www.mheducation.com/prek-12/program/microsites/MKTSP-THA14M0/pedagogy.research-validated.html

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The Reading Universe is a creation of the Barksdale Reading Institute (BRI), a Mississippi-based philanthropic organization devoted to improving significantly our state’s pre-literacy and reading skills.

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Attend a Science of Reading Virtual Workshop

for Emerging (PK-1) or Developing (1-12) Readers

What is the Science of Reading - click here>> Do you know how to bring the Science of Reading to your classroom?

Select the dates and times that work for you! ​ Educators, register below for a complimentary seat to Part 1 and 2.
Testimonials & description - Read what teachers are saying>>

Emerging Reader (PK-1)

REGISTER FOR PART 1

JUNE 9, 2022

Part 1 - Emerging Reader
10:00 am - 1:00 pm EST
Register Now

JUNE 22, 2022

Part 1 - Emerging Reader FULL
6:00 pm - 9:00 pm EST
Register Now

JULY 13, 2022
Now
JULY 28, 2022

Emerging Reader (PK-1)

REGISTER FOR PART 2

JUNE 9, 2022

Part 2 - Emerging Reader
2:00 pm - 5:00 pm EST
Register Now

JUNE 23, 2022

6:00 pm - 9:00 pm EST Part 2 - Emerging Reader FULL

Register Now

JULY 14, 2022

JULY 28, 2022
egister Now

Developing Reader (1-12)

REGISTER FOR PART 1

JUNE 15, 2022

Part 1 - Developing Reader
6:00 pm - 9:00 pm EST
Register Now

JUNE 28, 2022

JULY 6, 2022

JULY 20, 2022

Developing Reader (1-12)

REGISTER FOR PART 2

JUNE 16, 2022

Part 2 - Developing Reader
6:00 pm - 9:00 pm EST
Register Now

JUNE 28, 2022

Part 2 - Developing Reader
2:00 pm - 5:00 pm EST
Register Now

JULY 6, 2022

Part 2 - Developing Reader
2:00 pm - 5:00 pm EST
Register Now

JULY 21, 2022

Part 2 - Developing Reader
6:00 pm - 9:00 pm EST
Register Now

***AUGUST DATES - please note we suspend our virtual workshops in August so that we can focus on the onboarding of our teachers for back-to-school.

Attend on a complimentary seat: Your complimentary seat includes hands-on, activity-driven professional development. You will leave the workshop with practical, efficient strategies and techniques to help emerging, developing, and struggling readers.

Upgrade to a PAID seat: As a paid registrant you can select a Countdown, Blast or HD Word starter kit.

Click the link below to see what your starter kit includes:

Upgrade and Get a Starter Kit

Register for this three-part virtual workshop. Educators will leave with:

An understanding of the research behind how individuals learn to read

Strategies to align scientific research with classroom practices

Valuable insights to help you unlock the English Code for all students, including emerging, developing, and struggling readers

Part 1 - Developing Readers

The Science Behind How Students Master Decoding (3 Hours)

We kick off this three-part virtual workshop with a straightforward exploration of the research behind how the brain decodes increasingly complex words, and the processes involved in storing words for effortless retrieval. In this three-hour, fact-filled session we will explore:

Common explanations of the Science of Reading

Orthographic mapping and how words are anchored for automatic, effortless retrieval

How this body of research has an impact on teacher decision-making and student learning

The impact of early instruction on long-term success

Part 2 - Developing Readers

Practical Strategies to Implement the Science of Reading with Developing Readers (3 Hours - Prerequisite Part 1)

We continue this three-part virtual workshop with an exploration of the practical application of the Science of Reading in the classroom. In this three-hour, activity-filled session we will explore:

What the scientifically aligned decoding instruction looks like for growing and struggling readers

How to use clear, concise language to easily deliver concepts to students

Ready to use instructional routines to provide consistency in your decoding instruction

Strategies to ensure your older readers will have the skills and knowledge they need to orthographically map the increasingly complex word structures they encounter

Are your classroom practices aligned with the Science of Reading? Join us for this 3-part, virtual workshop to explore this important topic. Educators will leave with:

Straightforward exploration of the research behind how the brain learns to read

Information about orthographic mapping and how words are stored for automatic, effortless retrieval

A practical, scientifically aligned, evidence-based foundational skill approach

Can be taught across a wide range of ages, ability levels, and settings (even distance learning environments)

Valuable insights to help you unlock the English Code for all students and put students on the path to becoming strong decoders

Strategies to align scientific research with classroom practices

Part 1- Emerging Readers

The Science Behind How Young Children Learn to Read

What the Science of Reading is and how this body of research has an impact on teacher decision making and student learning

The how, the what, and the why of how the brain learns to read, store, and retrieve words

Why the alphabetic principle is a key concept to understanding the structure of the English Code

Impact of early instruction alignment with the Science of Reading on long term success

Part 2 - Emerging Readers

Practical Strategies to Implement the Science of Reading with Emerging Readers

What the Science of Reading looks like in everyday instruction

Clear, concise language to easily deliver concepts to students

Ready to use instructional routines to provide consistency in your instruction

Strategies to ensure your emerging readers will establish a firm foundation in the subskills that lead to strong decoding and fluent reading

Leveraging phonemic awareness and single-syllable word-level knowledge to easily attack multi-syllabic words

Teaching skills, not words, to allow students to experience long-term success and easily build a robust orthographic lexicon

BONUS - Part 3 - Emerging Readers

Reaching Mastery and Automaticity through Effective Practice, Differentiation, and Diagnosing Decoding Needs

Part 3 is available exclusively to those who have completed Parts 1 and 2. It is a recorded, on-demand session, and it will automatically send to you when you complete Part 2.

The last part of this three-part virtual workshop is an exploration of key topics related to helping children reach mastery and automaticity through effective practice, differentiation, and diagnostic assessments.

Key practice routines and strategies to promote automaticity with single-syllable and multi-syllabic words

Providing meaningful feedback to build confidence and endurance in reading complex word structures

Differentiating amounts and types of practice to meet the needs of all learners

Using diagnostic decoding assessments to answer these key questions: Which students are struggling with decoding? What types of words are they struggling with? What is the source of the underlying confusion?

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for Emerging (PK-1) or Developing (1-12) Readers What is the Science of Reading - click here>> Do you know how to bring the Science of Reading to your classroom? Select the dates and times that work for you! ​ Educators, register below for a complimentary seat to Part 1 and 2.

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Southport CoLab Structured Literacy OG Summer Series

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Southport CoLab Structured Literacy OG Summer Series

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Welcome to Literacy Talks, the new podcast series from Reading Horizons, where reading momentum begins. Each episode features our trio of literacy champions: Stacy Hurst, an assistant professor of reading at Southern Utah University and Chief Academic Officer at Reading Horizons; Donell Pons, a dyslexia specialist, educator, presenter and writer, who now works with adults who struggle with reading; Lindsay Kemeny, an innovative, dedicated second-grade teacher who is a CERI certified Structured Literacy Classroom Teacher.

Meet Your Literacy Champions

Each episode mixes just the right blend of humor, hope, and humanity. It's a conversation among friends, always mixed with practical literacy strategies, powerful tips, and a real passion for teachers and students alike.

Listen, laugh, learn with Literacy Talks, brought to educators everywhere from Reading Horizons.

CHIEF ACADEMIC OFFICER AND ASSISTANT PROFESSOR OF READING, SOUTHERN UTAH UNIVERSITY

Stacy Hurst has degrees in Sociology and Elementary Education and reading and has Advanced Reading and ESL Endorsements. In over twenty years as an educator, she has been a first-grade teacher, ELL teacher, literacy coach, reading specialist, and now a university professor. Her extensive experience includes teaching reading, coordinating interventions for struggling readers, coaching teachers, implementing blended learning, and training thousands of teachers on effective literacy instruction. Stacy is the Chief Academic Officer at Reading Horizons, is an Assistant Professor of Teacher Education at Southern Utah University, and is the co-author of Reading Horizons Discovery ®.

DYSLEXIA SPECIALIST

Donell Pons has a husband and two children with dyslexia. She is a dyslexia presenter, consultant, and reading tutor. Ms. Pons received the Teacher of Tomorrow award when she completed a dual MED and MAT in teaching and learning from Westminster College. She was a member of the task force that wrote the Utah Dyslexia Handbook. Ms. Pons also has a special education certification and has taught secondary Language Arts, and worked at a charter school focusing on supporting students on the Autism spectrum. In 2016, Ms. Pons implemented a complete literacy program at a public charter school, the American International School of Utah. Every educator and paraeducator k-5 was trained in the same Structured Literacy reading program. She has had numerous articles published in Language Magazine, The Learning Counsel, ASCD SmartBrief, and Landmark Academy Newsletter regarding blended learning, reading instruction, and appropriate accommodations. She has also produced a nationally recognized three-part webcast series for Reading Horizons on teaching reading and recognizing dyslexia. Ms. Pons is currently teaching adults in the workplace who would like to improve their reading skills.

SECOND GRADE TEACHER

Lindsay Kemeny has been teaching elementary school for 11 years and is currently teaching second grade. After her son was diagnosed with dyslexia and depression, she began her deep dive into effective literacy instruction. She is a CERI certified Structured Literacy Classroom Teacher and has a master's degree in Curriculum and Instruction. In addition to being a classroom teacher, Lindsay has served as a teacher mentor, reading interventionist, and presenter. She has had articles published in The Reading League Journal and Dystinct Magazine. She lives in northern Utah with her husband and four children. You can read about her journey at www.thelearningspark.blogspot.com.

Strategies to Improve your Reading Scores in One School Year

The science of reading is a hot topic these days, and it doesn't seem to be cooling down any time soon. But what do we really know about how it works in our classrooms? Join us as we dive into an interactive workshop that will teach you about our simple method for teaching phonics.

Keep the reading momentum going!

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Welcome to Literacy Talks, the new podcast series from Reading Horizons, where reading momentum begins. Each episode features our trio of literacy champions: Stacy Hurst, an assistant professor of reading at Southern Utah University and Chief Academic Officer at Reading Horizons; Donell Pons, a dyslexia specialist, educator, presenter and writer, who now works with adults who struggle with reading; Lindsay Kemeny, an innovative, dedicated second-grade teacher who is a CERI certified Structured Literacy Classroom Teacher.

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Cortex in the Classroom: Dr. Carolyn Strom

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Cortex in the Classroom: Dr. Carolyn Strom

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Advancing Science of Reading in the Early Years - K–5 Literacy Program & Curriculum | Amplify CKLA

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"Structured Literacy for English Learners" by Elsa Cardenas-Hagan, Ed.D., CCC-SLP, CDT, CALT, QI

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Dr. Antonio Fierro - Teaching and Learning for the English Learner

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Dr. Antonio Fierro - Teaching and Learning for the English Learner

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https://www.youtube.com/watch?v=MFgwdWHkvvY

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https://www.lacoe.edu/Curriculum-Instruction/Reading-Language-Arts/Leading-Literacy

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Interesting conversations with people who care about reading, language, and speech in the developing child.

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Reading Meetings with Mark and Molly: Dr. Mark Seidenberg and Dr. Molly Farry-Thorn

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Reading Meetings with Mark and Molly: Dr. Mark Seidenberg and Dr. Molly Farry-Thorn

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Reading researcher and author Dr. Mark Seidenberg is joined by Dr. Molly Farry-Thorn and a variety of guests to discuss how to bridge the gaps between researchers and educators—with each meeting focusing on a specific topic. These meetings provide an opportunity for a deeper dive into topics that are complicated and require nuance. Another goal is to model how people who disagree about important issues can communicate and learn from each other. Visit our website (seidenbergreading.net/zoom) and check out @SeidenbergRead on twitter to see what else we are thinking about and to connect with us!

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Meeting 12: Reading Meeting with Dr. Julie Washington by Reading Meetings with Mark and Molly

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Meeting 12: Reading Meeting with Dr. Julie Washington by Reading Meetings with Mark and Molly

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Our twelfth Reading Meeting from June 27th where our guest was Dr. Julie Washington. She is a Professor in the School of Education at the University of California - Irvine (UCI). The conversation focused on the relationship between oral language variation and reading ability as well as issues around instructional practices and poverty.

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Dr. Steve Graham: Handwriting Fluency and Writing

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Dr. Steve Graham: Handwriting Fluency and Writing

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William Van Cleave - Handwriting Instruction

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William Van Cleave - Handwriting Instruction

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Early Literacy Screening: Gaab and Petscher

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Early Literacy Screening: Gaab and Petscher

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Winter 2022 Gaab and Petscher Final p11-18 (1)

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Nonsense Word Fluency to Predict Reading Proficiency

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Nonsense Word Fluency to Predict Reading Proficiency

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Intensifying Literacy Instruction - Dr. Kim St. Martin

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Intensifying Literacy Instruction - Dr. Kim St. Martin

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Morphology Meta-Analysis - A Gateway to Advanced Language

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Morphology Meta-Analysis - A Gateway to Advanced Language

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Morphology-A Gateway to Advanced Language

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Beck, McKeown, Blake: Reading Comprehension

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Beck, McKeown, Blake: Reading Comprehension

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Spotlight on Dyslexia Conference: On Demand

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Spotlight on Dyslexia Conference: On Demand

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Nanci Shepardson

The Intersection of Executive Functions and Reading Comprehension: Technology to Support this Merger

Nanci Shepardson is a Reading and Educational Specialist with an M.S.Ed. in Language and Literacy and an Ed.S. in Assistive Technology.

She is a seasoned teacher and a credentialed K-12 Reading Specialist. She is a published author, an advocate for students with disabilities and their families, and is also a professional speaker on Dyslexia, language-based disabilities, and assistive technology throughout the country.

Equity and access for all, especially regarding access to research-based reading instruction and assistive technology services, are at the forefront of the work she does.

LEARN MORE

LEARN MORE

LEARN MORE

LEARN MORE REGISTER

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Nanci Shepardson The Intersection of Executive Functions and Reading Comprehension: Technology to Support this Merger Nanci Shepardson is a Reading and Educational Specialist with an M.S.Ed. in Language and Literacy and an Ed.S. in Assistive Technology. She is a seasoned teacher and a credentialed K-12 Reading Specialist.

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https://open.spotify.com/show/6ShLLjujhifWYte7eHCkeY

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The Windward Institute's READ Podcast (Research Education ADvocacy)

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The Windward Institute's READ Podcast (Research Education ADvocacy)

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READ: The Research Education ADvocacy Podcast

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Listen to READ: The Research Education ADvocacy Podcast on Spotify.

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Haskins Global Literacy Hub Free Courses for K-3 Educators

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Haskins Global Literacy Hub Free Courses for K-3 Educators

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https://haskinsglobal.org/2021/09/17/free-courses-for-educators/

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https://www.thewindwardschool.org/the-windward-institute/courses-workshops-lectures/webinars

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Word Knowledge Network: Key to Fluency and Comprehension

The more a reader learns about a word-its sound-to-spelling structure, its meaning, and how it functions in a sentence-the more fluent the reader becomes. That's what the Work Knowledge Network is all about. Evidence supports a multi-component process for learning words through systematic and explicit instruction and practice. This session shows how Sortegories develops the Word Knowledge Network based on this multi-component approach. Participants also learn how to generalize this approach to any decodable text.
Sortegories co-authors Nancy Chapel Eberhardt and Sheryl Ferlito will discuss:
1. The components of a multi-component approach to develop fluent readers.

2. The features of explicit instruction for each component

3. How Sortegories translates this approach into practice

4. How to generalize the instructional principles of a multi-component approach to any decodable text.
Objectives:

Attendees will be able to identify the components of the multi-component approach and the contribution of each component to fluency and comprehension.

Attendees will practice instructional activities to translate the Word Knowledge Network into practice.

Sortegories

HURRY! Go to sortegories.com to subscribe for a FREE Sample of Sound Match.

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The more a reader learns about a word-its sound-to-spelling structure, its meaning, and how it functions in a sentence-the more fluent the reader becomes. That's what the Work Knowledge Network is all about. Evidence supports a multi-component process for learning words through systematic and explicit instruction and practice.